What is a School Climate Survey?

There are many different types of school surveys available today, measuring a wide variety of factors from mental health and bullying to drug and alcohol use and more. One popular type of measurement used today is the school climate survey. The phrase school climate “refers to the quality and character of school life…[it] is based on patterns of students’, parents’ and school personnel’s experience of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.”[1]

School climate surveys are scientific measures that evaluate a range of aspects of the educational environment to assess perceptions and identify specific strengths and weaknesses within a school. The goal of these measures is to gain an accurate, representative picture of the school in order to improve in various targeted areas.

What Do School Climate Surveys Measure?

School climate surveys measure an assortment of different facets of the environment, depending on the school’s goals and the variation of the measure being used. Many teacher and staff surveys of school climate gauge school personnel’s knowledge and understanding of items such as:

  • • Training needs
  • • School safety
  • • Career and intentions
  • • School leadership
  • • Shared decision-making
  • • School climate
  • • Students and learning
  • • The teaching experience[2]

Sample questions on a school climate survey for teachers and other educators include:

  • • Instructions: Please indicate the degree to which you agree or disagree with the following statements. Answer options include: strongly disagree, disagree, agree, or strongly agree.
    • o My principal backs up teachers when dealing with parents about disciplinary issues.
    • o I would like to be involved in decision-making about developing plans for how to close
    • the achievement gap.
    • o I have adequate resources to do a good job teaching students.
    • o Teachers receive feedback from teacher evaluations that help them improve teaching.[3]

As with teacher questionnaires, student surveys of school climate can include questions about many different things, but some of the most commonly addressed topics include:

  • • Student-teacher relationships at school
  • • Students and learning
  • • Teacher involvement
  • • Students at home and in the community
  • • Student alcohol, tobacco, and other drug use
  • • Student mental health
  • • School climate
  • • Other student behaviors such as:
    • o Violence
    • o Bullying
    • o Absenteeism and suspension[4]

Sample questions on a school climate survey for students could include:

  • • Instructions: Please indicate the degree to which you believe the following statements are true or not true. Answer options include: not true at all, somewhat not true, somewhat true, or very true.
    • o I can talk to teachers freely and openly about my concerns.
    • o Teachers make all students feel like they belong at school.
    • o Students are picked on by other students for working hard at our school.
    • o My class sizes are too large for me to learn well.[5]

 

Why are School Climate Surveys for Teachers and Students Important?

In general, “[m]easuring school climate is critical for improving school climate because high-quality school climate data allow you to understand the perceptions of the students, staff, and parents in your school or district; monitor progress; make data-driven decisions; involve stakeholders; and adapt to shifting needs related to school climate.”[6]

More specifically, a wealth of research has been done on the impact of school climate on students and the learning environment. In fact, the surveying process itself is important because it “allows students to be citizens, rather than tourists in their school, as they realize they have an opportunity to participate in shaping the education process.”[7] Furthermore, a positive school climate has been associated with fewer behavioral and emotional problems for students[8] and it can significantly shape their degree of academic success.[9]

Similarly, school climate surveys specifically designed for teachers can be especially impactful for improving teacher retention rates and decreasing rates of staff burnout. In a journal article on the impact of school climate on job satisfaction and teachers’ sense of efficacy, researchers Taylor and Tashakkori found that a positive school climate is associated with increased job satisfaction for school personnel.[10]

Choosing the Best School Climate Survey for Your School

Clearly, school climate surveys for students and teachers can provide a wealth of information about the learning environment and the school at large. Schools can use the data garnered from these measurements to take effective, purposed steps towards improving areas in need and maintaining growth in areas of strength.

But all school climate surveys are not created equal, and it’s critical that decision-makers choose reliable, valid, scientifically-tested and approved measures to ensure results of the highest accuracy. And identifying the best surveys to evaluate your school’s climate can be an overwhelming task. That’s where having an independent, experienced surveying company on your side can help.

Pride Surveys has been helping schools survey their students and teachers for over thirty years, and we can work with you to identify your surveying goals and select the best school climate survey for your unique needs. Get in touch using our short online contact form or give us a call today at 877-957-6870.

[1]“What is School Climate and Why is it Important?” National School Climate Center. Retrieved from http://www.schoolclimate.org/climate/ on October 31, 2016.

[2]The Pride Teaching Environment Survey. Pride Surveys. Retrieved from http://www.pridesurveys.com/index.php/the-pride-teaching-environment-survey/ on October 5, 2016.

[3]Pride Teaching Environment Survey: Sample Questionnaire. Pride Surveys. Retrieved from http://www.pridesurveys.com/wp-content/uploads/2014/06/2013-14-TES-Questionnaire.pdf?24559c on October 5, 2016.

[4]The Pride Learning Environment Survey. Pride Surveys. Retrieved from http://www.pridesurveys.com/index.php/the-pride-learning-environment-survey/ on October 5, 2016.

[5]Pride Learning Environment Survey: Sample Questionnaire. Pride Surveys. Retrieved from http://www.pridesurveys.com/wp-content/uploads/2014/06/2013-14-LES-Questionnaire.pdf?24559c on October 5, 2016.

[6]ED School Climate Surveys (EDSCLS). Safe Supportive Learning. U.S. Department of Education. Retrieved from https://safesupportivelearning.ed.gov/edscls on October 6, 2016.

[7]Freiberg, H. J. (1998). Measuring school climate: Let me count the ways. Educational Leadership, 56(1), 22-26.

[8]Kuperminc, G. P., Leadbeater, B. J., Emmons, C., & Blatt, S. J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 1(2), 76-88.

[9]Haynes, N. M., & Comer, J. P. (1993). The Yale School Development Program process, outcomes, and policy implications. Urban Education, 28(2), 166-199.

[10]Taylor, D. L., & Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teacher’s sense of efficacy. Journal of Experimental Education, 63(3), 217-227.

Why Schools Should Conduct Surveys for Teachers

Why Conduct School Surveys for Teachers and Staff?

Surveying students on school climate, drug use and exposure, bullying incidence, mental health issues, and more is a practice becoming more commonplace in schools and in education-related decision-making processes. However, a school is composed of more than just students. Teachers and staff are part of the educational environment, too, and their opinions matter. Here are a few of the major reasons why school systems should be conducting teacher, faculty, and staff surveys:

Higher Teacher Retention Rates

Teacher retention has been a huge subject in the news as of late, and for good reason. School districts all over America are facing teacher shortages, and “enrollment in teacher preparation programs has fallen some 35 percent over the past five years.”[1] By conducting surveys of teachers and other staff members, schools can evaluate teacher satisfaction and determine where they can improve. By conducting teacher surveys, schools give teachers a voice, which is a major positive factor in influencing teachers to stay with a school. In fact, one of the biggest reasons that teachers leave a school system – or even the profession as a whole – is the fact that “they have no say in decisions that will ultimately affect their teaching.”[2] Unfortunately, fewer than half of teachers feel that their voices are heard and less than a fifth believe that their opinions are taken into consideration when administrators make decisions.[3]

Furthermore, with surveys, administrators can determine how to improve in the areas that most frequently affect teacher retention, including:

Collaboration

Teachers not only want to work with the administration to make decisions, they also want to work with peers to learn from their teaching methods and to improve the education of their students. By evaluating the opportunities for collaboration, you can determine if your school needs to take steps towards facilitating additional opportunities for teachers to work together and learn from each other.

Preparedness

Some teachers, especially new ones, feel ill-prepared for different aspects of teaching.[4] By conducting school surveys for teachers, you can determine the perceived readiness of your faculty and learn what programs should be implemented to prepare them for the challenges ahead. As a result, you can reduce the likelihood of frustration and burnout. After all, teachers who are well-prepared are 50% less likely to leave a school as those who do not feel this way.[5]

Overall Climate

How teachers and staff feel about a school overall can make a huge difference in whether or not they stay at that school or in the profession as a whole. “Since poor [student] discipline is one of the chief causes of low teacher morale, character education may be one of the solutions that schools need to improve morale.”[6] By evaluating teacher perceptions about the school through teacher surveys, administrators can create initiatives to improve the overall way the school operates and create an environment conducive to both teaching and learning.

Professional Learning and Growth

Teachers get a great deal of satisfaction from learning as well as teaching.[7] They want to teach their students more and improve their methods. “[Teachers] want to be in a collegial environment. They want to be clear that they’re supported in their efforts. That there’s moral support and the opportunity to continue to learn and be more effective, which is how teachers get their satisfaction – by meeting the needs of students in ways that allow them to see that they’re learning.”[8] By determining what sorts of professional learning and growth offerings your teachers and staff are looking for through surveys, you can greatly increase the likelihood of them staying by facilitating such opportunities.

Relationships with School Leadership

As previously mentioned, teachers and staff want a say in policies that directly affect their teaching. Like in any work environment, lack of respect for or collaboration with leadership creates a breakdown among employees, which is usually followed by low retention rates.[9] The same applies in a school environment. Establishing a knowledge base of how teachers feel about administrators is another benefit of teacher surveys, offering information on how to improve interactions with teachers to increase satisfaction.

Better Education for Your Students

The reality is, better teachers and happier teachers equal better student learning, more often than not. According to a number of relevant research findings in the field, “[t]he two strongest in-school influences on student learning are teaching and school leadership, the latter to a lesser extent.”[10] When teacher satisfaction rates are low, teacher attrition rates are high. With fewer teachers available, students can end up in “larger class sizes, [with] fewer opportunities, and a decreased chance of being taught by a quality teacher.”[11] Teacher surveys give schools opportunities to make informed decisions on where and how to improve teacher satisfaction, and “a teacher’s experience exerts a positive impact on student achievement.”[12]

In addition, teacher surveys also offer teacher perspectives on school climate, student-teacher relationships, and how students are learning. If teachers are not well-versed in forging positive student-teacher relationships or feel that students or even other teachers are creating a more hostile environment for both teaching and learning, there is likely to be a breakdown in confidence in teaching at the school. Schools that conduct teacher surveys can determine how to remedy the situation through programs designed to educate teachers and help students create a more productive learning environment. To better understand the impact of positive student-teacher relationships on student learning, check out our article on the “4 Benefits of Positive Student-Teacher Relationships.”

Creating a Better School with Teacher Surveys

With the information gathered from both student learning environment surveys and teaching environment surveys, you can create a better school for everyone. Pride Surveys offers comprehensive teaching environment surveys that will evaluate career intentions, school leadership, feelings of involvement in shared decision-making, school climate, students and learning, and the teaching experience in your school. If you have any questions about how our surveys can help improve your school, contact us at (877) 957-6870 or email us here. Ready to get started? Order here!

[1]Westervelt, Eric. “Frustration. Burnout. Attrition. It’s Time to Address the National Teacher Shortage.” NPR. Retrieved from http://www.npr.org/sections/ed/2016/09/15/493808213/frustration-burnout-attrition-its-time-to-address-the-national-teacher-shortage?utm_content=buffer7a931&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer on September 16, 2016.

[2]Norwood, Candice and Owen Phillips. “With Fewer New Teachers, Why Do Some Stick Around.” NPR. Retrieved from http://www.npr.org/sections/ed/2015/03/21/393344523/with-fewer-new-teachers-why-do-some-stick-around on September 16, 2016.

[3]Blank, Martin J. “Teacher Voice Matters.” The Huffington Post. Retrieved from http://www.huffingtonpost.com/martin-j-blank/teacher-voice-matters_b_11834042.html?utm_content=bufferbd698&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer on September 16, 2016

[4]“Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers.” National Center for Education Statistics. Retrieved from https://nces.ed.gov/surveys/frss/publications/1999080/index.asp?sectionid=6 on September 16, 2016

[5]Westervelt, Eric. “Frustration. Burnout. Attrition. It’s Time to Address the National Teacher Shortage.” NPR. Retrieved from http://www.npr.org/sections/ed/2016/09/15/493808213/frustration-burnout-attrition-its-time-to-address-the-national-teacher-shortage?utm_content=buffer7a931&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer on September 16, 2016

[6]Perumal, Magendri. “Key Strategies to Raise Teacher Morale and Improve School Climate.” University of Maryland. Retrieved from http://www.education.umd.edu/international/CurrentInitiatives/Fullbright/2011%20DFT%20Project%20Samples/Summative%20Reports/Magendri%20Perumal%20Summative%20Report.pdf on September 16, 2016.

[7]Ibid.

[8]Ibid.

[9]Top 10 Reasons Why Good People Quit.” Direct Recruiters, Inc. Retrieved from http://www.directrecruiters.com/candidate-article/top-10-reasons-why-good-people-quit/ on September 26, 2016.

[10]Hightower, Amy M. et al. “Improving Student Learning By Supporting Quality Teaching: Key Issues, Effective Strategies.” EdWeek. Retrieved from http://www.edweek.org/media/eperc_qualityteaching_12.11.pdf on September 16, 2016.

[11]Westervelt, Eric. “Frustration. Burnout. Attrition. It’s Time to Address the National Teacher Shortage.” NPR. Retrieved from http://www.npr.org/sections/ed/2016/09/15/493808213/frustration-burnout-attrition-its-time-to-address-the-national-teacher-shortage?utm_content=buffer7a931&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer on September 16, 2016.

[12]Ibid.

School Surveys for Parents: Challenges, Importance, Purpose, and Tips

Student surveys are a fairly common method by which schools and education boards gather accurate representations of school climate, student perceptions and beliefs, and issues affecting the learning environment. Faculty, staff, and teacher surveys are utilized for a similar purpose, as they enable administrators to gain perspective from adults interacting with students individually and in groups on a daily basis.
However, a third involved party—namely, parents and guardians—are sometimes overlooked during the process of conducting school surveys. This is problematic for several reasons, including the fact that school-aged children typically spend more time in their home environment than in school and that research suggests that parental attitudes have a significant impact on academic performance.[1]

What Parent Surveys Measure

Depending on the goals of the survey and the specific factors that it focuses on, school surveys for parents may include questions and measurements covering a variety of different topics, such as:

    • School Engagement: “My child goes to school prepared to put forth the required effort to learn.”
    • Family Engagement: “I assist my child with his/her homework.”
    • Academic Achievement: “My child’s school has plenty of textbooks and other supplies for lessons.”
    • General School Life: “At my child’s school, there is an atmosphere of trust and mutual respect.”
    • Student Safety: “My child’s school sets clear rules about bullying.”
      • Impressions about Drug Use: “How wrong do you feel it is for your child to use prescription drugs not prescribed to him/her?”

[2]

Challenges of Parental Surveys

Whether because of historically low response rates, logistical issues surrounding dissemination and collection, or even a lack of understanding about their importance, parent surveys can be a difficult process and “numerous studies have demonstrated that school-based recruitment [for survey participation] is challenging.”[3]
Because, generally, parents are not available for survey participation within the traditional school environment like students and teachers, ensuring adequate participation rates is not easy. “It can be difficult to achieve the high participation rates crucial for ensuring the generalizability of research findings.”[4]
Having a less-than-ideal response rate can lead to a host of other roadblocks, as “suboptimal results can extend recruitment periods, presenting budgetary and logistic challenges.”[5]

The Purpose and Importance of Parent Surveys:

Regardless of the hurdles and roadblocks inherent to the process, it’s impossible to ignore the proven importance and benefits of parent surveys.
While every school system is different and each educational program has a variety of unique goals, the overall purpose behind parent surveys (and their subsequent importance in the learning environment) is relatively consistent. The primary goal of many parent surveys is to collect and understand parent opinions, perspectives, attitudes, and perceptions towards the school, their students, and education in general in order to improve the learning environment in general or specific ways.
“By assessing both parents’ current thoughts on the climate of the school and staff feelings about parent involvement, schools can get a better idea of how they need to improve.”[6] This is a critical step because, as many studies have proven, parent involvement in schools has a significant impact on student performance.
In fact, “[o]ngoing research shows that family engagement in schools improves student achievement, reduces absenteeism, and restores parents’ confidence in their children’s education. Students with involved parents or other caregivers earn higher grades and test scores, have better social skills, and show improved behavior.”[7]
Similarly, “[w]hatever the educational background or social class of their parents, research has shown that students at all grade levels experience increased academic success when their parents participate at school and encourage education and learning at home.”[8]
“The act of conducting a survey is itself a parent-friendly message to parents that a school cares what they think. It gives both parents and staff a voice in articulating what works and what does not work in the particular school community as related to parent involvement.”[9]

Tips for Better Administration of School Surveys for Parents

    • Disperse Widely: One of the best ways to encourage widespread participation is to ensure that as much of the parent population at your school knows about the survey. Post information on the school website (including a link if it’s an online survey) and on specific teacher/classroom websites and blogs. Send information about the survey home with students. Mention it in any relevant school communications—PTA meetings, newsletters, e-mails, parent/teacher conferences, etc.
    • Be clear & concise (and don’t forget to incentivize): Explain the purpose of the survey, how it will benefit the school at large and them (and their student) specifically, and delineate how much of their time the survey will likely take up. Incentives, such as a drawing or giveaway for prizes, can also boost participation rates.
      • Establish a parent survey liaison

[10]

    : This person can be a PTA representative, member of the front-office staff, or some other designated individual who will largely act as a go-between for parents and the survey administrators. Depending on the amount of responsibility designated, this role could entail simply the collection of surveys or it could require involvement in all aspects of the surveying process.
    • Follow-Up: It’s no secret that parents are strapped for time and their attention is often divided in many different directions. Therefore, sending reminders about survey deadlines can be a helpful way to promote increased participation and response rates.
    • Share the Results: Once you’ve collected and analyzed the data from your parent surveys, one critical factor to ensuring continued support for and future participation in the surveys is sharing the results. Whether you disseminate the results via e-mail or publicize notable findings in a press release, sharing the information attained helps parents recognize the importance and results of their responses.

Partnering with an Experienced Survey Company for Your Parent Surveys

Clearly, conducting school surveys for parents can be both a daunting and a rewarding experience for schools. There are a number of intrinsic challenges, but the impact and importance of these surveys cannot be ignored.
If your school isn’t quite ready to approach parent or school surveys on its own, partnering with a reliable, experienced school survey provider can make the process easier and more effective. Read more about Pride Surveys and our various proven, scalable measurements for parents, teachers, and students to find out how we can help your school meet its surveying goals today!

[1]Timkey, Stacey. “The Influence of Parent Attitudes and Involvement on Children’s Literacy Achievement.” May 5, 2015. Education and Human Development Master’s Theses. The College at Brockport: State University of New York. Retrieved from http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1581&context=ehd_theses on September 6, 2016.

[2]Parent Perception Survey and Questionnaire on School, Family and Engagement. Sample Survey Preview. Retrieved from http://www.pridesurveys.com/index.php/the-parent-engagement-and-perception-survey/ and http://www.pridesurveys.com/wp-content/uploads/2014/06/2013-14-PEP-Questionnaire.pdf?24559c on September 7, 2016.

[3]Schilpzand, E. J., Sciberras, E., Efron, D., Anderson, V., & Nicholson, J. M. (2015). Improving Survey Response Rates from Parents in School-Based Research Using a Multi-Level Approach. PLoS ONE, 10(5), e0126950. Retrieved from http://doi.org/10.1371/journal.pone.0126950

[4]Ibid.

[5]Ibid.

[6]“Engaging Parents in Education: Lessons From Five Parental Information And Resource Centers.” U.S. Department of Education. June 2007. Retrieved from http://www2.ed.gov/admins/comm/parents/parentinvolve/report_pg18.html on September 7, 2016.

[7]Garcia, Lily Eskelsen & Thornton, Otha. “The Enduring Importance of Parental Involvement. neaToday. November 18, 2014. Retrieved from http://neatoday.org/2014/11/18/the-enduring-importance-of-parental-involvement-2/ on September 8, 2016.

[8]Dauber, S.L., & Epstein, J.L. (1989) Parent attitudes and practices of parent involvement in inner-city elementary and middle schools. Center for Research on Elementary and Middle Schools. 1-29.

[9]“Engaging Parents in Education: Lessons From Five Parental Information And Resource Centers.” U.S. Department of Education. June 2007. Retrieved from http://www2.ed.gov/admins/comm/parents/parentinvolve/report_pg18.html on September 7, 2016.

[10]Ibid.

5 Myths and Misconceptions about Conducting Student Surveys

In recent years, school and student surveys have gained more popularity in educational settings across the country. There are many different types of surveys available that measure a wide range of factors, environments, and perceptions, such as school and classroom climate; student, parent, and teacher perceptions; alcohol, drug, and tobacco use; mental health and bullying; and much more.
However, in spite of the rise in popularity and use (or perhaps as a result of it), there are also a number of common misconceptions about student surveys. In this article, we’re taking a look at five common myths and the truth behind them.

Myth #1. Conducting Student Surveys is a Disruptive, Time-Consuming Process

When you use an experienced, qualified survey company, conducting student surveys can be a faster, easier process than you might think. With next-business-day shipping of almost all orders and an average two-week turnaround time for processing, schools can get helpful and critical data, and the entire procedure from ordering to receiving data can occur in as little as a month. The surveys are easy to use, come with step-by-step instructions, and require very little training for administrators. They can be conducted online or with paper and pencils, so no special equipment is needed. Plus, most student surveys, both online and pencil-and-paper options, can be conducted in less than one class period, meaning that classroom interruptions are minimal.

Myth #2: Students Lie on Student Surveys and Thus Surveys are Not Reliable

While there is no guarantee that all students will be completely honest, specially formulated “lie test” questions are included in most school surveys to weed out dishonest answers. Similarly, if certain answers on a survey contradict one another, these incongruous responses are considered unreliable, as well. Surveys that fail the “lie test” or have contradicting answers are disregarded and their information is not included in the reported data. This helps to ensure the accuracy and reliability of the measurement. It is important to note, though, that generally only about 5% of responses are found to have inconsistent or untruthful data, depending on the type of survey used.

Myth #3: Student Surveys Compromise the Privacy of Those Surveyed

When conducted properly, student surveys should always be completely anonymous. This can be ensured in several ways. First, survey administrators should follow the provided instructions for the process of proper administration, to ensure responses cannot be attributed to individual respondents. This includes preventing any names or identifying information from being included in survey answers. Second, students are informed at the survey outset that their participation is voluntary and their responses will be in no way connected personally to them. Third, all responses are collected by a designated student in an unmarked envelope and returned to the collection area all together, to further ensure anonymity.
This guaranteed anonymity protects student privacy and also helps ensure that participants are honest in their feedback and answers, as they are less likely to anticipate backlash or repercussions from their responses.

Myth #4: Student Surveys Have Little to No Long-Term Value

While some may believe that surveys only apply to the class or group that was measured and the year in which they were measured, much of the value of student surveys lies in their tracking of longitudinal information. For example, surveys can be used to track the effectiveness of drug and alcohol education programs over time, to measure the ongoing need for and impact of anti-bullying and mental health initiatives, and to continuously monitor school climate and student perceptions of learning environments.

Myth #5: Student Surveys are Too Expensive

Like many products in a commercial marketplace, school surveys are offered at a variety of price points. Schools should look for a survey company that offers scientifically-backed, scalable survey solutions at affordable, transparent prices. By doing so, they can help manage the costs of surveying their students more effectively.
Additionally, conducting student surveys can actually save money and help schools earn supplementary funds through grants and government assistance programs. For example, the Drug-Free Communities Support Program is a “federal grant program that provides funding to community-based coalitions that organize to prevent youth substance use.” Grant applicants and recipients are required to routinely measure rates and perceptions of youth substance abuse in their communities through surveys. The Communities that Care (CTC) Youth Survey, offered by the Center for Substance Abuse Prevention, is one of the student surveys commonly used for this purpose.

Conducting Student Surveys in Your School

As you can see, there are a number of serious misconceptions about student surveys in the educational community. The best way to bust these myths and ensure that your school has the best survey experience possible is to find a reliable and affordable survey company that you can trust. Learn more about our survey company to see if we’re the right fit for your school or community. For further information about the many benefits of conducting student surveys, check out this helpful article: Why Conduct a Student Survey?

The Role of a School Counselor: Why Are They Important?

Gone are the days where a school counselor’s main responsibility was helping students apply for college. Now, their responsibilities encompass a great deal more. In other words, “school counselors help students thrive academically, personally, and socially.”[1] Whether students feel overwhelmed by their class loads, overstressed with their lives outside of school, or concerned about other aspects of their personal well-being, they can go to school counselors to discuss these issues and learn coping mechanisms. School counselors aren’t intended to be personal therapists for each individual student, but they are the “front line in terms of assessing what the issues are in a child’s life.[2]

Thus, it is important that school counselors are able to focus on appropriate tasks for their role as counselor, as opposed to being required to divide their attention between their role as a school counselor and additional duties that are often assigned to them. “In some schools, for example, the school counselor serves as the test coordinator and may spend hours preparing the test materials.”[3] When school counselors are unable to focus on helping students and instead must also focus on administrative duties, they become less effective as counselors.[4] Schoolcounselor.org offers an interesting chart that outlines what are and aren’t appropriate responsibilities for school counselors. For example, guidance counselors are sometimes used as substitute teachers when teachers are absent. This takes away time that a school counselor could be spending coordinating with teachers on counseling programs, helping students assess and address academic or personal issues, or other critical duties.

What is the Impact of Effective School Counselors and Counseling Programs?

Schools with effective school counselors and counseling programs often see significant positive results among students who participate in counseling programs, such as:

    • Reduced test anxiety among students
    • A reduction in the number dropouts
    • Fewer classroom disturbances
    • Students with higher expectations of themselves
    • Better grades
    • Better social skills
      • And many others

[5]

Furthermore, schools with stronger counseling programs also see an overall improvement in the positivity of their school climate.[6]

How Can Schools Facilitate Counselor Effectiveness?

It is important for administrators to make sure that they and their school’s counselor(s) are all on the same page. It can be helpful to schedule a meeting at the beginning of the school year to determine the goals of the counseling program, as well as to delineate how counselors will use their time.[7] Make sure that, in determining how counselors will utilize their time, they will have plenty of opportunities for direct interaction with students.[8]

It is also important for administrators to regularly discuss counseling programs with school counselors to determine their effectiveness and help improve them.[9] If possible, make sure that you have enough counselors in your school to support the number of students. The American School Health Association recommends that there be no more than 250 students per one counselor; unfortunately, the national average is 488 students per counselor, and some schools have one counselor for every thousand students.[10] Moreover, the Institute of Medicine also recommends that counseling services be more of a regular occurrence as opposed to an optional, infrequently used service.[11]

If you are expanding or adjusting your school’s counseling programs, be sure to evaluate them before and after making any changes so that you can tailor them appropriately for your school. A great way to evaluate the effectiveness of the program and how your school’s counselors are fitting into their roles is to conduct school-wide learning environment surveys, which evaluate a number of factors including school climate, student mental health, and much more. For more information, call (877) 957-6870 or contact us online here.

[1]Pannoni, Alexandra. “3 Ways High School Counselors Can Help Students, Parents.” U.S. News. Retrieved from http://www.usnews.com/education/blogs/high-school-notes/2015/02/02/3-ways-high-school-counselors-can-help-students-parents on August 18, 2016.

[2]Ibid.

[3]Ratliff, Dr. Kimberlee. “School Administrator’s Guide to Supporting the Role of School Counselors.” Edutopia. Retrieved from http://www.edutopia.org/blog/admin-guide-to-school-counselors-kimberlee-ratliff/a> on August 18, 2016.

[4]Ibid.

[5]“Effectiveness of School Counseling.” The American Counseling Association. Retrieved from https://wvde.state.wv.us/counselors/administrators/Effectiveness+of+School+Counseling.pdf/a> on August 19, 2016.

[6]Ibid.

[7]Ratliff, Dr. Kimberlee. “School Administrator’s Guide to Supporting the Role of School Counselors.” Edutopia. Retrieved from http://www.edutopia.org/blog/admin-guide-to-school-counselors-kimberlee-ratliff/a> on August 18, 2016.

[8]Ibid.

[9]Ibid.

[10]“Effectiveness of School Counseling.” The American Counseling Association. Retrieved from https://wvde.state.wv.us/counselors/administrators/Effectiveness+of+School+Counseling.pdf/a> on August 19, 2016.

[11]Ibid.

Tips for Strong Parent-Teacher Cooperation and Communication

As many schools across the country prepare for the start of the back-to-school season, it’s easy to get caught up in the chaos of school supply and classroom shopping, end-of-summer assignments, creating lesson plans, and meet-the-teacher nights. However, one of the most impactful steps you can take (as a parent or as a teacher) is to take some time to focus on establishing a good parent-teacher relationship at the outset of the school year. This will help lay the foundation for healthy parent-teacher cooperation and communication throughout the year.

Why Parent-Teacher Cooperation is Important

Strong parent-teacher cooperation in and outside of the classroom has a number of short- and long-term benefits for students. Research has indicated that there are positive academic outcomes stemming from parent involvement.[1] In fact, parent involvement remains a strong predictor of academic achievement at all levels, from kindergarten through high school, as these children have fewer grade retentions and are more likely to graduate.[2]

For Schools: How to Promote Parent-Teacher Cooperation

Some of the most effective ways that schools can foster healthy communication and collaboration between parents and teachers is delineated in a research-based framework developed by Joyce Epstein of Johns Hopkins University:[3]

    •Parenting: Assist families with parenting skills, family support, understanding child and adolescent development, and setting home conditions to support learning at each age and grade level.
    •Communicating: Communicate with families about school programs and student progress. Create two-way communication channels between school and home that are effective and reliable.
    •Volunteering: Improve recruitment and training to involve families as volunteers and as audiences at the school or in other locations. Enable educators to work with volunteers who support students and the school. Provide meaningful work and flexible scheduling.
    •Learning at Home: Involve families with their children in academic learning at home, including homework, goal setting, and other curriculum-related activities.
    •Decision Making: Include families as participants in school decisions, governance, and advocacy activities through school councils or improvement teams, committees, and other organizations.

By establishing policies and procedures that address the above initiatives, schools can begin establishing a school-wide community and culture that promotes positive parent-teacher cooperation and communication.

For Teachers: How to Develop Strong Parent-Teacher Partnerships with Your Students’ Parents

As a teacher, you likely understand the impact that a students’ home life can have on the school day. By establishing relationships built on strong parent-teacher cooperation and communication, you can partner with parents to help students succeed inside and outside of the classroom.

      •Avoid “dumping”: This is a scenario in which a frustrated or upset teacher gets in touch with parents and “dumps” the problem onto them. Instead, try the “three call method” to establish a positive, working relationship with parents. Early in the year, teachers should try to call each student’s parents to set the framework for a partnership. The second phone call should focus on something positive that the child has done, such as a good grade on a math test, excellent behavior during a class period, or something similar. Then, on the third call, if necessary, the teacher can present the parents with a problem. “In this way, parents and teachers have already established a trusting, workable relationship that significantly diminishes blaming.”

[4]

      •Prioritize Parent/Teacher Conferences: “Parent-teacher conferences give you the opportunity to boost communication about their child’s progress. Similarly, it affords you the opportunity to extend the communication lines beyond the four walls (i.e. between home and school, as well as develop strategies and plans for the students’ future together.”

[5]

      •Make Yourself Available: At the outset of the school year, inform parents that you are available to discuss any questions or concerns that they may have. Whether that means being accessible via phone, text, or email between certain hours or having weekly office hours in which parents can schedule in-person appointments is up to you. The most important part is establishing your availability and your willingness to work with parents to help their child succeed.

[6]

For Parents: How to Foster Positive Relationships with Your Child’s Teachers

Developing positive parent-teacher cooperation is a two-way street, and there are a number of proactive steps that parents can take to help cultivate this relationship.

      •Approach the relationship with respect: “Treat the teacher-parent-child relationship the way you would [treat] any really important one in your life. Create a problem-solving partnership instead of confronting a teacher immediately with what’s wrong.”

[7]

      •Let your child develop their own relationship with the teacher.

[8]

    It’s important for parents to give their child space and time to develop a relationship with their teacher that is independent of their own. Try to reserve your own opinions and judgments, especially if they are not positive, so that your child is not influenced by them.
      •Communicate in the most effective way possible for both you and the teacher. This may mean sending a quick e-mail or a handwritten note in your child’s school folder. Or it may mean scheduling before- or after-school, in-person meetings for a quick chat. By maintaining open lines of communication in a respectful and efficient way, you can help develop a healthy and productive parent-teacher relationship.

[9]

Improving Parent-Teacher Cooperation and Communication in Your School

One of the best ways to evaluate the current state of parent-teacher cooperation in your school is through anonymous surveys. These assessments, available for both teachers and parents, offer a big-picture perspective on a number of key data points, such as teacher perceptions of parental involvement with student behaviors and parent perceptions of school and family engagement.
Regardless of how you approach the parent-teacher relationship at the outset of a new school year, one fact remains clear: “the key to successful parent-teacher collaboration is to become a team. This collaboration is the most powerful tool in helping a child be successful at school…As parents and teachers learn the value of this collaboration, they can create an environment that supports the ability for all students to succeed.”[10]

[1]Patrikakou, Evanthia N. “The Power of Parent Involvement: Evidence, Ideas, and Tools for Student Success.” Center on Innovation & Improvement. Retrieved from http://education.praguesummerschools.org/images/education/readings/2014/Patrikakou_Power_of_parent_involvement.pdf on August 11, 2016.

[2]Ibid.

[3]Epstein, J. L. and K. Salinas. 1992. School and Family Partnerships Encyclopedia of Education Research, 6th edition, New York: Macmillan.

[4]“Curwin, Richard. “Parents and Teachers: The Possibility of a Dream Team.” Edutopia.org. Retrieved from http://www.edutopia.org/blog/parent-teacher-collaboration-richard-curwin on August 12, 2016.

[5]“Cox, Janelle. “Parent-Teacher Collaboration Strategies That Work.” TeachHub.com. Retrieved from http://www.teachhub.com/parent-teacher-collaboration-strategies-work on August 15, 2016.

[6]Ibid.

[7]“The Parent-Teacher Partnership.” PBS.org. Retrieved from http://www.pbs.org/parents/education/going-to-school/parent-involvement/parent-teacher-partnership/ on August 12, 2016.

[8]Ibid.

[9]“Talking with Teachers.” PBS.org. Retrieved from http://www.pbs.org/parents/education/going-to-school/parent-involvement/talking-with-teachers/ on August 12, 2016.

[10]“Cox, Janelle. “Parent-Teacher Collaboration Strategies That Work.” TeachHub.com. Retrieved from http://www.teachhub.com/parent-teacher-collaboration-strategies-work on August 15, 2016.

Signs & Symptoms of Substance Abuse in Teens

Overall, teen substance abuse is on the decline, but that doesn’t mean that the problem is gone.[1] Alcohol is one of the most commonly used drugs among teenagers with nearly 60% having consumed alcohol in the past year, and marijuana/hashish is in second place with almost 35% of high school seniors using within the past year.*[2] It is important, therefore, to know the signs and symptoms of substance abuse in teens, as this is an ongoing issue. Be vigilant in looking for signs of substance abuse, as some changes may be signs of rebellious adolescence, such as skipping class or clashing with family beliefs and values. Other times, signs of substance abuse in teens are mistaken for normal pubescent behaviors.[3] When multiple warning signs start stacking up, you might want to consider how to step in.

Physical Signs of Substance Abuse in Teens

Teenagers who abuse drugs have a tendency to exhibit various external physical symptoms. Bloodshot eyes or abnormally large/small pupils could be a sign of teen substance abuse, as can unusual smells on their breath, body, or clothing.[4] If you see a teen with shakes, tremors, or impaired coordination, know that this could also be a sign of substance abuse along with difficulty speaking coherently.[5] You may also want to watch out for sores around the mouth, bruises or abrasions on the skin, excessive sweatiness, and sudden weight or appetite changes.[6] Frequent nosebleeds are also a warning sign of teen drug abuse, particularly in teens who are abusing drugs through snorting. Teenagers that are abusing drugs may have seizures or injuries that cannot be explained.[7] Symptoms of drug abuse in teens can also include unusual changes in coordination, energy, and sleep patterns.[8]

Recognizing Teen Substance Abuse through Behavioral Signs

Many teen substance abusers exhibit changes in their habits and behaviors. Their personal grooming and appearance often deteriorate, as they may forget to brush their teeth or change clothes.[9] They also tend to get into more trouble in and outside of school, such as getting into fights and stealing, along with other misbehaviors.[10] The thievery is often driven by a need to support their drug habit, which may result in missing items around the house like money or other valuables.[11]

Other signs of substance abuse among teenagers revolve around the need to keep their addiction a secret. Teenagers who abuse drugs tend to isolate themselves, become more secretive, lock doors when they might not have previously, avoid eye contact, use incense or perfume (to hide the smell of drugs), demand more privacy, and make excuses.[12] Substance abuse in teens can also lead to loss of interest in activities once enjoyed; decreased inhibitions; increased hostility or moodiness; and laughing, acting paranoid, or being anxious or angry for no apparent reason.[13] Behavior changes due to alcohol and substance abuse can be so dramatic that, in some cases, they can appear to change a teenager’s entire attitude or personality.

Teen substance abuse can lead to additional risky behaviors as well. These dangerous behaviors include reckless driving, being out late, getting into legal trouble, using unsanitary needles, and having unprotected sex, all of which can lead to future problems such as prison time, HIV, STIs, and more.[14]

How Teen Substance Abuse Affects Students’ Education

Substance abuse and addiction don’t only affect a teenager’s behavior and physical well-being; these issues can also affect their learning. Students with substance abuse problems often experience a lack of motivation, as well as trouble focusing.[15] They also may start skipping classes or avoid doing homework or class work, causing their grades to plummet.[16] Students who are abusing drugs or alcohol are also at an increased risk for dropping out of school.[17] For those who do stay in school, learning may also be challenged due to the changes in the brain caused by the substances being abused.[18]

How You Can Help Reduce Teen Substance Abuse in Your School

Before implementing any sort of anti-substance abuse initiative in your middle or high school, it is important to evaluate the current state of substance abuse in your teen students in order to establish a baseline. This will help your school assess the effectiveness of the program and determine if any adjustments need to be made to improve the efforts. Pride Surveys offers multiple survey options designed to help assess teen substance abuse and risk, including our student surveys for grades 4-6, grades 6-12, and our supplemental surveys like the Drug-Free Community Survey Supplement. Contact us today at (877) 957-6870 or online to get started.

* However, more students are using marijuana/hashish than binge drinking. This statistic on alcohol use is in regards to any use reported. Citation: “More American high school students smoke pot than binge drink, report says.” The Washington Post. Retrieved from https://www.washingtonpost.com/news/local/wp/2016/08/01/more-american-high-school-students-smoke-pot-than-binge-drink-report-says/ on August 3, 2016. The original report can be found here: http://www.projectknow.com/discover/high-school-drug-use/.

[1]“Drug Use Trends Remain Stable or Decline Among Teens.” National Institute on Drug Abuse. Retrieved from https://www.drugabuse.gov/news-events/news-releases/2015/12/drug-use-trends-remain-stable-or-decline-among-teens on August 4, 2016.

[2]“DrugFacts: High School and Youth Trends.” National Institute on Drug Abuse. Retrieved from https://www.drugabuse.gov/publications/drugfacts/high-school-youth-trends on August 3, 2016.

[3]“What to Do if Your Teen or Young Adult Has a Problem with Drugs.” National Institute on Drug Abuse. Retrieved from https://www.drugabuse.gov/related-topics/treatment/what-to-do-if-your-teen-or-young-adult-has-problem-drugs on August 3, 2016.

[4]“For Parents: What to Look For.” National Council on Alcohol and Drug Dependence, Inc. Retrieved from https://www.ncadd.org/about-addiction/signs-and-symptoms/what-to-look-for-signs-and-symptoms on August 3, 2016.

[5]“Ibid.”

[6]“Is Your Teen Using? Signs and Symptoms of Substance Abuse.” Partnership for Drug-Free Kids. Retrieved from http://www.drugfree.org/resources/is-your-teen-using-signs-and-symptoms-of-substance-abuse/ on August 3, 2016.

[7]“Ibid.”

[8]“Ibid.”

[9]“Teenage Drug Abuse and Addiction.” Addiction Center. Retrieved from https://www.addictioncenter.com/teenage-drug-abuse/ on August 3, 2016.

[10]“For Parents: What to Look For.” National Council on Alcohol and Drug Dependence, Inc. Retrieved from https://www.ncadd.org/about-addiction/signs-and-symptoms/what-to-look-for-signs-and-symptoms on August 3, 2016.

[11]“Drug Abuse and Addiction.” HelpGuide.org. Retrieved from: http://www.helpguide.org/articles/addiction/drug-abuse-and-addiction.htm on August 3, 2016.

[12]“Is Your Teen Using? Signs and Symptoms of Substance Abuse.” Partnership for Drug-Free Kids. Retrieved from http://www.drugfree.org/resources/is-your-teen-using-signs-and-symptoms-of-substance-abuse/ on August 3, 2016.

[13]“Ibid.”

[14]“Teenage Drug Abuse and Addiction.” Addiction Center. Retrieved from https://www.addictioncenter.com/teenage-drug-abuse/ on August 3, 2016.

[15]“Consequences of Youth Substance Abuse.” The Office of Juvenile Justice and Delinquency Prevention. Retrieved from http://www.ojjdp.gov/pubs/drugid/ration-03.html on August 3, 2016.

[16]“Ibid.”

[17]“Ibid.”

[18]“Ibid.”

Responding to Student Mental Health Issues | Part 2

Recognizing & Responding to Student Mental Health Issues: Part Two

In the past decade, student mental health issues and mental illness have both become topics of concern and discussion in and outside of schools across the country. As discussed in the first part of this article series, being able to identify signs, symptoms, and risk factors of mental health issues in youth is a critical first step in responding to student mental health issues. Part two examines the impact of student mental health issues on school performance and how parents, teachers, and administrators can adequately deal with these issues on a single-student and school-wide basis.

How Student Mental Health Issues Affect Learning

Students experiencing mental health issues often also experience accompanying difficulties in school performance. These can manifest in a variety of ways, including poor attendance records, low test scores, failing grades, frequent behavioral interventions, and more.[1]

Additionally, “secondary school students who suffer from mental illness are more likely to earn failing grades across all subjects and are retained at grade level more often than youth with disabilities as a whole.”[2] As a result, only slightly more than 30 percent of students with a serious mental illness continue on to postsecondary education.[3]
However, proactive policies and treatment programs specifically designed to assist students with mental health issues have been proven effective in helping these students improve and succeed in school. A 2008 U.S. Department of Health and Human Services study of systems of care for youth with mental illness found that “students’ attendance and grades improved with care, while expulsions and suspensions fell by 44 percent.”[4]
With this evidence of the impact that mental illness has on school performance and the proven effectiveness of treatment programs, it’s crucial to recognize how parents, teachers, and administrators can partner together to help students with mental health issues succeed.

How Parents Can Help with Their Students’ Mental Health Issues

As a parent, you are likely one of the people who knows your child best. Thus, if you believe your child may be struggling with a mental illness, it’s critical to take several steps. “Early identification, accurate diagnosis, and effective treatment of mental health or substance use conditions in school-aged young people can alleviate enormous suffering and heartbreak and help young people to benefit from their education and to lead productive lives.”[5]
First, talk to your child’s pediatrician about your concerns and ask for a referral to a mental health professional who specializes in children and adolescent mental illnesses.[6] These professionals may recommend a variety of treatments, such as psychotherapy and medication. Be sure to follow any instructions closely and understand that mental health treatment is not an instant-fix—it’s often a long-term process that requires partnerships with everyone in your child’s life.
Second, schedule an appointment with your child’s teacher, counselor, and principal. This is especially important if your child’s mental illness is impacting their performance in school, whether through behavioral issues, anxiety, or something else. During this meeting, you should discuss your child’s specific mental health issues, any questions or concerns you may have, and how you can partner with these educators to help your child cope with and overcome their illness.[7]
Third, make supporting your student’s mental health needs a family-wide priority. Involve others—including your spouse, your child’s siblings, and others who will be interacting with your child on a regular basis—in discussions and learning opportunities about your child’s mental illness. “You may find that you deal with challenges and obstacles differently than them, but you should find ways to combine strengths to overcome any weaknesses. Be ready to compromise, listen and be open to new ideas.”[8]

What Teachers Can Do to Support Students’ Mental Health Needs

As individuals who regularly observe and interact with students, without the often-rose-colored lens of parenthood, teachers are often one of the first individuals to recognize signs and symptoms of mental health issues in students.[9]
Aside from being trained and comfortable with recognizing student behaviors that could be indicative of a mental illness and knowing the proper protocol for reporting their concerns, there are a number of steps that teachers can take to support students’ mental health needs in the classroom.

    •Promote social and emotional competency and build resilience.
    •Help ensure a positive, safe school environment.
    •Teach and reinforce positive behaviors and decision-making.
    •Encourage helping others.
    •Encourage good physical health.
    • •Help ensure access to school-based mental health supports.

[10]

Researchers have found that, “[w]ith a positive, caring ethos in place the school can create a safer and more productive learning environment and one that is more facilitative and therapeutic for pupils, thereby preventing the development of mental health problems.”[11]

What Administrators and Counselors Can Do to Respond to Student Mental Health Issues

One of the most impactful ways that administrators and counselors can support students’ mental health needs is through the development of proactive mental health programs within the school. “School-based and school-linked programs have been developed for purposes of early intervention, crisis intervention and prevention, treatment, and promotion of positive social and emotional development. And, available research suggests that for some youngsters schools are the main providers of mental health services.”[12]
When creating and evaluating a comprehensive student mental health program for schools, it is important to note that effective programs:

    • Promote the healthy social and emotional development of all children and youth.
    • Recognize when young people are at risk for or are experiencing mental health problems.
    • • Identify how to intervene early and appropriately when there are problems.

[13]

One of the best ways to assess both the current mental health environment of a school and the effectiveness of any in-place student mental health programs is through anonymous evaluations. Student surveys, as well as surveys of parents and teachers, are helpful in providing data-based measurements of:

    • Students at home and in the community
    • Student alcohol, tobacco, and other drug use
    • Student mental health
    • School climate
    • Other student behaviors such as:
    o Violence
    o Bullying
    o Absenteeism and suspension

The Importance of Adequately Responding to Student Mental Health Issues in Schools

Clearly, student mental health and mental illness are issues that will only continue to grow in importance and magnitude in schools across the nation. But “advancing mental health in schools is about much more than expanding services and creating full-service schools. It is about establishing comprehensive, multifaceted approaches that help ensure schools are caring and supportive places that maximize learning and well-being and strengthen students, families, schools, and neighborhoods.”[14]

[1]DeSocio, J. and Hootman, J. (2004). Children’s mental health and school success. The Journal of School Nursing 20(4):189-196

[2]Wagner, M. and Cameto, R. (2004). The Characteristics, Experiences, and Outcomes of Youth with Emotional Disturbances. A Report from the National Longitudinal Transition Study-2 3(2):1-7.

[3]United States Government Accountability Office. (June 2008). Young Adults with Serious Mental Illness; Report to Congressional Requesters GAO Report Number GAO-08-678. Washington, D.C.

[4]U.S. Department of Health and Human Services. (2008). Helping Youth Thrive in the Community. U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Rockville, MD.

[5]“Position Statement 41: Early Identification of Mental Health Issues in Young People.” Mental Health America. Retrieved from http://www.mentalhealthamerica.net/positions/early-identification on July 27, 2016.

[6]“Mental Health Facts: Children and Teens.” National Alliance on Mental Illness. Retrieved from https://www.nami.org/getattachment/Learn-More/Mental-Health-by-the-Numbers/childrenmhfacts.pdf on July 28, 2016.

[7]“Problems at School.” Association for Children’s Mental Health: Michigan. Retrieved from http://www.acmh-mi.org/get-help/navigating/problems-at-school/ on July 28, 2016.

[8]“Learning to Help Your Child and Your Family.” National Alliance on Mental Illness. Retrieved from http://www.nami.org/Find-Support/Family-Members-and-Caregivers/Learning-to-Help-Your-Child-and-Your-Family” target=”_blank”>http://www.acmh-mi.org/get-help/navigating/problems-at-school/ on July 28, 2016.

[9]“Talk About Mental Health: For Educators.” MentalHealth.Gov. U.S. Department of Health & Human Services. Retrieved from https://www.mentalhealth.gov/talk/educators/index.htm on July 29, 2016.

[10]Ibid.

[11]Hornby, G. & Atkinson, M. (2010). A Framework for Promoting Mental Health in School. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 21:2, 3-9.

[12]“Mental Health in Schools: An Overview.” School Mental Health Project, UCLA. Center for Mental Health in Schools. Retrieved from http://smhp.psych.ucla.edu/aboutmh/mhinschools.html on July 29, 2016.

[13]“Talk About Mental Health: For Educators.” MentalHealth.Gov. U.S. Department of Health & Human Services Retrieved from https://www.mentalhealth.gov/talk/educators/index.html on July 29, 2016.

[14]“Mental Health in Schools: An Overview.” School Mental Health Project, UCLA. Center for Mental Health in Schools. Retrieved from http://smhp.psych.ucla.edu/aboutmh/mhinschools.html on July 29, 2016.

Bullying of LGBT Youth in Schools

The Bullying of LGBT Youth in Schools

LGBT (Lesbian, Gay, Bisexual, and Transgender) youth are significantly more likely to experience bullying than non-LGBT students; in fact, the GSLEN National School Climate Survey revealed that around 85% of LGBT students reported experiencing at least some form of harassment within the last year.[1] The bullying of LGBT youth also results in this subsection of the population being four to eight times more likely to attempt suicide. They also face higher levels of depression and are twice as likely to use drugs or alcohol.[2]

These students are also less likely to graduate high school and go on to college due to the extent of the harassment they face in high school.[3] Furthermore, LGBT youth are more likely than their heterosexual peers to become homeless, causing them to face further stigmas associated with foster care and homelessness, in addition to higher risks of abuse, mental health issues, and suicide.[4]

With such staggering LGBT youth bullying statistics, it is vital that administrators, teachers, and communities take steps to stop the bullying of LGBT youth in schools. While these steps partially include those that we discussed in our previous posts about preventing bullying in schools and outside of schools, addressing the issues surrounding the bullying of LGBT youth takes additional initiatives that focus on this particular problem.

Create Unambiguous Policies Specifically Targeting the Bullying of LGBT Students

When schools add policies that specifically state that the bullying of LGBT students will not be tolerated, it not only sends this message to all students in the school, but it also makes LGBT students feel safer at school.[5] They then know that they are included and deserve the same respect as all others protected by the schools’ anti-bullying policies, and schools with such policies are less likely to report a serious harassment problem.[6]

Educate All Teachers, Staff, and Volunteers about the Bullying of LGBT Students

Part of creating a safe environment for LGBT youth is ensuring that those with authority – staff, teachers, administrators, volunteers, and other adults – are open-minded and educated on the issues facing LGBT youth.[7] By teaching these authority figures about LGBT bullying in schools and related issues, and by having open discussion about these issues, LGBT youth are much more likely to trust and confide in adults. LGBT students are then more likely to believe that not only do they have the school authority figures on their side, but they are also more equipped to handle any kind of harassment. By creating a support system, not entirely different from a support system for other types of bullying, schools can create a safer environment for LGBT students. This is shown by the OUT for Schools Campaign, a campaign asking teachers to wear badges that signify themselves as LGBT allies, willing to help LGBT students regardless of their own gender identity.[8]

Establish a Gay-Straight Alliance in Your School

A Gay-Straight Alliance – or GSA – is a club-like organization that offers a safe space and support network for LGBT students. According to one study, “[s]tudents who attended schools with GSAs reported fewer homophobic remarks, more intervention from school personnel and a greater sense of connectedness.” [9] A GSA benefits all students, as it fosters understanding, equality, and a shared connection between LGBT students and non-LGBT students. Because there is more understanding, there tend to be fewer instances of LGBT youth bullying in schools with Gay-Straight Alliances.[10]

Understand the Environment in Your School

To create a safe environment for both LGBT youth and non-LGBT students, an ideal first step is to assess the situation to get an idea of the attitudes and opinions of the students in a school. Administrators need to understand how common the bullying of LGBT students is and what attitudes cause this behavior. By surveying students, staff, and faculty, administrators can evaluate the situation and address the issues so that LGBT bullying in the school diminishes over time.

Pride Surveys offers a variety of student surveys that are customizable up to 10 questions to help schools evaluate and address LGBT bullying in schools. Our school climate and bullying surveys focus on grades 4-6 or grades 6-12. Contact us today at (877) 957-6870 or online.

[1] 1 “LGBT Students Experience Pervasive Harassment and Discrimination, But School-Based Resources and Supports Are Making a Difference.” Gay, Lesbian, and Straight Education Network. Retrieved from here on August 2, 2016.
[2] “Anti-Gay Bullying.” StompOutBullying.org. Retrieved from here on July 26, 2016.
[3] Ibid.
[4] LGBTQ Homeless Youth Fact Sheet.” The National Alliance to End Homelessness. Retrieved from here on August 2, 2016.
[5] “Bullying of LGBT Youth and Those Perceived to Have Different Sexual Orientations.” StopBullying.gov. Retrieved from here on July 26, 2016.
[6] Ibid
[7] “Bullying and LGBT Youth.” StopBullying.gov. Retrieved from here on July 26, 2016.
[8] “Coming OUT for Safe Schools.” StopBullying.gov. Retrieved from here on July 27, 2016.
[9] “Bullying and LGBT Youth.” Mental Health America. Retrieved from here on July 26, 2016.
[10] Plante, Kelly. “The Impact of a Gay Straight Alliance on Middle and High School Age Students.” The Graduate School of the University of Wisconsin-Stout. Retrieved from here on July 27, 2016.